Will Suggests More Flexibility in Education Aid

Washington--The Education Department's top special-education
policymaker has suggested that schools be allowed more flexibility in
allocating resources to special-needs students.

Madeleine C. Will, assistant secretary for special education and
rehabilitative services, told educators last month that such
flexibility may be necessary because the "categorical nature" of
programs under the Education for All Handicapped Children Act, Chapter
1 compensatory education, bilingual education, and migrant education
has "produced mixed results for some children."

Ms. Will presented her views at a conference on "The Education of
Students With Special Needs," held at the Johnson Foundation's
Wingspread Conference Center in Racine, Wis. The text of her remarks
was released here by the Education Department.

"At the heart of the categorical approach," Ms. Will said, "is the
presumption that students with learning problems cannot be effectively
taught in regular education programs, even with a variety of
support."

"Although well-intentioned, this so-called 'pull-out approach,"' she
continued, "has failed in many instances to meet the educational needs
of these students and has created, however unwittingly, barriers to
their successful education."

To break down such barriers, Ms. Will suggested initiating
experimental programs at the school level that would empower
administrators "to assemble appropriate professional and other
resources for delivering effective, coordinated, comprehensive services
for all students based on individual educational needs rather than
eligibility for categorical programs."

Concerns Echoed

Ms. Will's comments echoed the concerns of other experts in the
special-education field, who say that because of the shortage of funds
in some categorical programs, students with a variety of learning
problems are being moved into special education.

One result, experts note, has been a steady increase in the number
of students labeled "learning-disabled." Allowing schools more
flexibility in categorizing special-needs students, these experts say,
would be one way to stem the increase. (See Education Week, Nov. 13,
1985.)

However, although many advocates for the disabled have expressed
support for flexibility in categorical programs, some are hesitant
about endorsing the idea of eliminating the "pull-out model."

"We are concerned that in an effort to save money, children will
remain in regular classrooms and will not be tested right away in an
appropriate manner," said Anne Flemming, president of the Association
for Children and Adults With Learning Disabilities. "Therefore, they
will not be found eligible for special-education services under P.L.
94-142."

Ms. Flemming said her organization has scheduled a meeting this
month to study the issue.

Experimental Programs

The idea of local experimental programs would be preferable,
however, to "wholesale legislative change," Ms. Flemming said.

L. Michael Herrell, director of planning and policy in the federal
special-education office, said the department has looked at various
demonstration programs in the past year and hopes to fund several
projects in 1986.

"What we're looking at is an initiative at various levels, from the
federal to the state to the school level," he said. "We're just trying
to encourage experimentation."

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